| According to the theory of prepostion,cognitive linguistics and the teaching Chineseas a foreign language,he author regards the students abroad as research objects,based on theHSK dynamic corpus,and summarizes the types of their errors,analyzes them,seeks thecauses of them,try to interpret the raesons in the view of the cognition,in order to find thecountermeasure which to decrease even to avoid the errors．The first chapter is the introduction.In this part，the author introduces many thingsabout the reserch as follows: purpose,meaning,the theory adopted,method,currentsituation,creative points and limitations.In the second chapter,the author sort out the process of the grammaticalization,in orderto make a preparation in the next chapter which will interpret the causes of the errors andgive the teaching measures.In the third chapter,the author makes a reserch towards to the using of prepositon"zai" in the range of cognitive linguistics,mainly in the image schema,metaphors andiconicity.Aim to looking for the revelation to the teaching Chinese as a second language.In the4th Chapter,according to the related theory on Chinese as a foreign languagebased on the HSK dynamic corpus,the author analyzes28542sentences of the foreignstudents in using Chinese preposition "zai",mainly the use of different levels students comefrom the South Korea and the United States,summarizes errors types,analyzes errorsphenomenon,explain errors causes,and puts forward the corresponding teaching strategiesaccording to the above research results.The author of this paper try to find out the effective teaching strategies of Chinesepreposition "in" through studing the problem of Chinese acquisition on America and SouthKorea,combining the grammar of theory and teaching.There is certain practical value forforeigners who learn Chinese understanding and mastering the Chinese expressionbetter,and for teachers more effectively promote the teaching Chinese as a foreign languageand compiling textbooks. |
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